From Strategy to Engagement: The Impact of the Scientific Approach on English Reading Performance in Indonesian Junior Secondary Schools
DOI:
https://doi.org/10.51278/bpr.v5i2.2025Keywords:
Scientific Approach, Reading Skills, Student Engagement, English Language InstructionAbstract
Grounded in constructivist and engagement theories, the scientific approach to language learning emphasizes observation, inquiry, and application as central processes that foster deep comprehension and active participation. Within the context of English language reading, this study sought to investigate the extent to which the scientific approach enhances students’ reading comprehension and engagement. Employing a quasi-experimental design, the research involved an experimental group that received instruction through the scientific approach and a control group that received conventional instruction. Data was collected through pre- and post-tests, a structured engagement questionnaire, and semi-structured interviews, which were analyzed both quantitatively and qualitatively. The findings revealed that while the between-group differences were not statistically significant, students in the experimental group demonstrated notable improvements in reading comprehension scores, rising from a mean of 76.17 to 84.83. Moreover, nearly 70% of participants reported high to highest engagement, supported by qualitative evidence of increased motivation, active participation, and strategy use. These results underscore the pedagogical value of integrating scientific approach principles into English instruction to enhance comprehension and sustain learner engagement, though further large-scale and longitudinal studies are recommended.
References
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Investigating the effects of the flipped classroom model on Omani EFL learners’ motivation level in English speaking performance. Education and Information Technologies, 24(5), 2975–2995. https://doi.org/10.1007/s10639-019-09911-5
Ali, Z. (2022). Reading approaches practiced in EFL classrooms: A narrative review and research agenda. Asia-Pacific Journal of Second and Foreign Language Education, 6(1), 1–21. https://doi.org/10.1186/s40862-022-00155-4
Alzahrani, H., & Althaqafi, A. (2020). Enhancing EFL learners’ reading skills through innovative approaches: A Saudi Arabian context. English Language Teaching, 13(11), 85–96.
Anwar, M., Yusuf, F., & Karim, R. (2019). The effectiveness of the scientific approach in improving EFL students’ reading comprehension. TESOL International Journal, 14(1), 45–60.
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
Bachtiar, B., & Puspitasari, M. (2024). Barriers and Strategies in Implementing Innovative and Collaborative Learning: A Case of Indonesian English Language Teaching. IJEE (Indonesian Journal of English Education), 11(1), 61–76. https://doi.org/10.15408/ijee.v11i1.38434.
Bui, H. P. (2022). Students’ and teachers’ perceptions of effective ESP teaching. Heliyon, 8(9), e10628. https://doi.org/10.1016/j.heliyon.2022.e10628
Cho, Y., Kim, D., & Jeong, S. (2021). Evidence-based reading interventions for English language learners: A multilevel meta-analysis. Heliyon, 7(9), e07985. https://doi.org/10.1016/j.heliyon.2021.e07985
Dikkatli, Y. (2023). The effects of explicit reading strategy training on L2 reading comprehension in an English preparatory school. Melius: Journal of Narrative and Language Studies.
Elston, A., Tiba, C., & Condy, J. (2022). The role of explicit teaching of reading comprehension strategies to an English as a second language learner. South African Journal of Childhood Education, 12(1), a1097. https://doi.org/10.4102/sajce.v12i1.1097
Geleta, G., Olana, T., & Ali, S. (2022). Effects of explicit reading strategy instruction on grade 9 students’ achievement in reading comprehension. International Journal of Educational Studies.
Hyland, K., & Jiang, F. (2021). Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64, 13–25. https://doi.org/10.1016/j.esp.2021.06.002
Lee, Y., Jang, B. G., & Conradi Smith, K. (2021). A systematic review of reading engagement research: What do we mean, what do we know, and where do we need to go? Reading Psychology, 42(5), 465–501. https://doi.org/10.1080/02702711.2021.1888359
McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding motivation across different text types: Qualitative insights from children. Journal of Research in Reading, 43(4), 597–608. https://doi.org/10.1111/1467-9817.12320
Muhammadpour, M., & Khalili Sabet, M. (2024). The impact of an online hybrid reading intervention on the reading comprehension and strategy use of Iranian English for specific purposes students in relation to an evaluated researcher-made ESP textbook. Discover Education, 3(1), Article 75. https://doi.org/10.1007/s44217-024-00162-2
Pressley, M., & Afflerbach, P. (2020). Reading comprehension: Effective instruction in grades K–8 (2nd ed.). Guilford Press.
Rahman, A. (2022). Active learning strategies and intrinsic motivation in EFL classrooms. Journal of Language and Education, 8(2), 112–124.
Sari, D., & Utami, W. (2021). Sustaining learner engagement through contextualized EFL instruction: Evidence from Indonesian classrooms. Indonesian Journal of Applied Linguistics, 11(2), 285–296.
Sedita, J. (2020). Explicit instruction of comprehension strategies for struggling readers. Smarter Intervention.
Stefanova, E., & Zabunov, S. (2020). Active participation and self-efficacy in EFL learning: Insights from Bulgarian classrooms. Journal of Language Teaching and Research, 11(3), 402–410.
Tang, X., Li, Y., & Zhao, H. (2021). Contextualized applications in language teaching: Enhancing motivation and engagement. Language Teaching Research, 25(4), 567–583.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Bachtiar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
